Week 4 Reflection

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Photo by Growtika on Unsplash

GenAI has a lot of potential, but it also has clear limits. It can give made-up information or miss context. It will sound confident even when it is incorrect. It also cannot replace real thinking and movement, which makes me feel a lot less stressed for teaching PHE in the future. If I were a teacher in a different subject, I think I would feel a lot more pressure and hopelessness for the future of teaching. Moreover, if students rely on it too much, they may stop practicing skills or reflecting on their own learning, which in my opinion, is where a lot of the actual learning takes place. This is why it needs clear boundaries in school settings or a new curriculum to keep up with the changing times.

In a school setting, I see GenAI being useful if it is used carefully. At upper grade levels, it could help students create simple fitness plans or reflect on personal goals. Teachers could also use it to adjust activities so they fit different abilities and or movement goals. It could also help students better understand instructions when they are confused. How can we make sure students use GenAI to support learning instead of avoiding it?

I have found GenAI helpful when I need to organize my thoughts or clarify ideas. It saves time during planning and helps me get started when I feel stuck. It is less useful when learning depends on personal experience or physical practice, which is a big part of PHE. It works best when I stay involved and do not hand over all the thinking. Where do we draw the line between helpful support and doing too much?

To learn more about GenAI in education, check out the website linked below from KPMG. This resource gives some staggering statistics about GenAI in Canadian schools. It is worth reading and listening to some of the short clips that dive deeper into some of the questions everyone is asking about AI and the new world we are walking into.

https://kpmg.com/ca/en/home/insights/2025/04/generative-ai-and-the-future-of-education.html

Questions to think about
How can we make sure students use GenAI to support learning instead of avoiding it?
Where do we draw the line between helpful support and doing too much?

Here is ChatGPT’s review of my blog post based on the criteria for the post on Brightspace

Here’s a bullet-point critique:

  • The KPMG link is relevant; briefly tying one stat back to your argument would add impact.
  • Clear, reflective tone that fits well for an education blog.
  • Strong connection between GenAI limitations and PHE, which makes your perspective feel authentic.
  • Good balance between benefits and concerns without sounding negative.
  • Some sentences are long and could be tightened for readability.
  • A few minor spelling/grammar issues (e.g. “and or” → “and/or”).
  • Repetition around overreliance on GenAI—could be condensed slightly.
  • Reflection questions are effective, but a brief concluding sentence would strengthen the ending.

ChatGPT. (2026). Feedback and critique on a blog post about generative AI in education. OpenAI.